The Special Education Student Teacher’s Experience of Teaching Without Entering the Classroom: What Do Teaching Supervisors and Special Education Student Teachers Think?

Betül Yılmaz Atman; Nilüfer Altun; Ayşe Nur Elçi; Banu Karaahmetoğlu

Makale detayları

The Special Education Student Teacher’s Experience of Teaching Without Entering the Classroom: What Do Teaching Supervisors and Special Education Student Teachers Think?

Yazarlar:

Betül Yılmaz Atman | Nilüfer Altun | Ayşe Nur Elçi | Banu Karaahmetoğlu

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1257-1287

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301918

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 In this research, it is aimed to reveal the practices, opinions, experiences, and suggestions of the special education student teachers and the teaching supervisors responsible for the teaching practice course regarding the distance education and teaching practice process during the Covid-19 pandemic process. Within the scope of this research, which was designed with a case study, semi-structured interviews were conducted with student teachers and teaching supervisors. The data obtained from the interviews were analyzed descriptively, based on the Miles and Huberman model, by interviewing 15 teaching supervisors and 14 student teachers from special education departments of 12 different universities. In the research findings, it was stated that there was no standard process for teaching practice in universities during the pandemic process and that applications that varied depending on the conditions were made; that remote teaching practice was seen as a must by student teachers and teaching supervisors. Although it was stated that distance education and teaching practice was a process that provided limited and insufficient experience, it was revealed that it was a dimension that should continue to be applied in the process together with face-to-face education.

 In this research, it is aimed to reveal the practices, opinions, experiences, and suggestions of the special education student teachers and the teaching supervisors responsible for the teaching practice course regarding the distance education and teaching practice process during the Covid-19 pandemic process. Within the scope of this research, which was designed with a case study, semi-structured interviews were conducted with student teachers and teaching supervisors. The data obtained from the interviews were analyzed descriptively, based on the Miles and Huberman model, by interviewing 15 teaching supervisors and 14 student teachers from special education departments of 12 different universities. In the research findings, it was stated that there was no standard process for teaching practice in universities during the pandemic process and that applications that varied depending on the conditions were made; that remote teaching practice was seen as a must by student teachers and teaching supervisors. Although it was stated that distance education and teaching practice was a process that provided limited and insufficient experience, it was revealed that it was a dimension that should continue to be applied in the process together with face-to-face education.

 In this research, it is aimed to reveal the practices, opinions, experiences, and suggestions of the special education student teachers and the teaching supervisors responsible for the teaching practice course regarding the distance education and teaching practice process during the Covid-19 pandemic process. Within the scope of this research, which was designed with a case study, semi-structured interviews were conducted with student teachers and teaching supervisors. The data obtained from the interviews were analyzed descriptively, based on the Miles and Huberman model, by interviewing 15 teaching supervisors and 14 student teachers from special education departments of 12 different universities. In the research findings, it was stated that there was no standard process for teaching practice in universities during the pandemic process and that applications that varied depending on the conditions were made; that remote teaching practice was seen as a must by student teachers and teaching supervisors. Although it was stated that distance education and teaching practice was a process that provided limited and insufficient experience, it was revealed that it was a dimension that should continue to be applied in the process together with face-to-face education.

 Bu araştırmada Covid-19 pandemi sürecinde özel eğitim öğretmen adaylarının ve öğretmenlik uygulaması dersinden sorumlu uygulama öğretim elemanlarının uzaktan eğitim ile öğretmenlik uygulaması sürecine ilişkin uygulamalarını, görüşlerini, deneyimlerini ve önerilerini ortaya koymak amaçlanmıştır. Durum çalışması ile desenlenen bu araştırma kapsamında, özel eğitim öğretmen adayları ve öğretim elemanları ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. 12 farklı üniversitenin özel eğitim bölümlerinden 15 öğretim elemanı ve 14 öğretmen adayı ile görüşülerek görüşmeden elde edilen veriler Miles ve Huberman modeli temel alınarak betimsel analiz edilmiştir. Araştırma bulguları doğrultusunda pandemi sürecinde üniversitelerde öğretmenlik uygulamasına yönelik standart bir süreç olmadığı ve koşullara göre çeşitlenen uygulamaların yapıldığı; öğretmenlik uygulamasının uzaktan yürütülmesinin öğretmen adayları ve uygulama öğretim elemanları tarafından mecburiyetten kaynaklı bir zorunluluk olarak görüldüğü; uzaktan eğitim ile öğretmenlik uygulamasının sınırlı, yetersiz deneyim sağlayan bir süreç olduğu belirtilse de yüz yüze eğitimle birlikte süreçte uygulanmaya devam etmesi gereken bir boyut olduğu ortaya konulmuşturi.

Makale detayları

The Special Education Student Teacher’s Experience of Teaching Without Entering the Classroom: What Do Teaching Supervisors and Special Education Student Teachers Think?

Yazarlar:

Betül Yılmaz Atman | Nilüfer Altun | Ayşe Nur Elçi | Banu Karaahmetoğlu

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1257-1287

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301918

pISSN:

2459-1912

Distance education

Covid-19

Teaching practices

Special educationUzaktan eğitim

Covid-19

Öğretmenlik uygulaması

Özel eğitim

Sayı

Makale detayları

Yazarlar: Betül Yılmaz Atman | Nilüfer Altun | Ayşe Nur Elçi | Banu Karaahmetoğlu

Yayıncı: Gazi University

Ana Başlıklar: Eğitim Üzerine Çalışmalar

Dergi: Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1257-1287

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001301918

pISSN: 2459-1912

Sayı

Yazarlar:

Betül Yılmaz Atman | Nilüfer Altun | Ayşe Nur Elçi | Banu Karaahmetoğlu

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1257-1287

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301918

pISSN:

2459-1912